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When we think of sensory processing differences, we often think of the practical implications for children, young people and adults. These can include sounds or textures they cannot tolerate or the impact of coordination and motor planning difficulties on individuals’ ability to participate in everyday activities. However, sensory differences can often impact individuals’ self-esteem and emotional wellbeing too.

At times, the world can feel overwhelming for individuals with sensory differences. It can affect your motivation to participate in activities and your enthusiasm to go out and visit new places regardless of whether it was a trip or an outing you were looking forward to. For adults, it can be easier to manage your routine and select which places you want to go to (or what type of work or activities you enjoy) but children rarely have a choice. Sensory modulation differences (in other words, being over- or under-responsive to sensory input) are most often associated with wellbeing. So in my blog post this month, I want to highlight the impact of coordination and motor difficulties on children’s wellbeing and self-esteem.

Many children are typically exposed to unfamiliar activities and environments when they start formal schooling (or nursery). Up until this point, it is very common for children to not be aware of their gross and fine motor skills in comparison to those of other children. However, doing activities such as physical education (PE) with their peers quickly changes this for children. They suddenly become aware of who runs faster, who can throw a beanbag furthest, who can catch a ball and who cannot. The same goes for children with fine motor difficulties. During classroom activities, children will become aware of how they carry out tasks like cutting, drawing and writing in comparison to their peers. As well as becoming self-conscious when they realise they have difficulties carrying out tasks compared with their peers, it is also important to recognise that children often judge others who struggle with activities. For example, in a PE lesson where children pick teams, they are most likely to pick other children with good motor skills.

This means that children with motor coordination difficulties are often left out by their peers and not selected for activities. This can impact friendships and ultimately their emotional wellbeing and self-esteem. Sports days or school plays can also be terrifying for children and young people who are clumsy and have difficulty with motor planning as they might be afraid of embarrassing themselves in front of others.

One way to address this is by increasing teachers’ understanding of sensory differences and motor coordination difficulties. If teachers are aware of a child’s needs and abilities, they can support that child in school to participate in activities that they feel confident about. Being mindful of practices such as children selecting their own teams or talking about strengths and weaknesses can also be a helpful strategy.

To learn more about how teachers can support children with sensory differences in a school setting, take a look at our Sensory Inclusive School website and the services available to schools. Sensory Inclusive Schools combines high-quality training and ongoing support from qualified sensory integration-trained therapists to help schools create environments and curriculums that support all students' unique sensory profiles.

Have a great summer everyone!

Best wishes

Lelanie

PS You may also be interested in our guide ‘How to Advocate for Your Child’s Sensory Needs at School’ which highlights the importance of keeping your child’s school informed about their sensory needs and suggests a number of ways you can work collaboratively with the school to do this.

Sensory Snapshot is a regular series by Advanced SI Practitioner and OT, Dr Lelanie Brewer. Lelanie gained her MSc in OT at Brunel University, London and completed her PhD studies at Newcastle University where her research explored self-care in children with and without motor impairments. Experienced in the NHS, charity and private sectors, as well as being a UK university senior lecturer, Lelanie is the Professional Advisor for Lifelong Learning at Sensory Integration Education.